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Show housekeeping should be taken up at the day schools, and the teacher and house-keeper should so lire that they wlll inspire the Indians of the neighborhood to cleanliness and the best modes of living. TRAININQ PWILS FOB THE WORK IN WHICH THEY WILL MOST PROBABLY RE ENGAGED AFTER LEAYINO SCHOOI.. E. Q. Wison, swerintendent Klamath Agmw, Oregon.-My theory of edu-cating the Indian child is to place him in some good family and let him attend the same schools that the white children attend. As this Is not always practi-cable, the day school is the first step in his education, then the reservation board-ing school, and then the nonresematlon boarding school. At the day schwls of the Pine Ridge Agency, S. Uak., the pupils are taught the eommou branches-- farming, gardening, etc. They directly impart thls kno\vledge to the older Indians in their efforts to carry out the instruction received at the schools. They should be taught according to their snrroundinethat is, at the Pine Ridge Reservation the pupils should be taught farming and stock raising; at San Carlos Reservation, Ariz., they should be taught irrigation and stock rais-ing; the girls should be taught plain housewifery, dealing in this manner with the different reservations. The idea is to teach them what can readliy be applied on returning to their homes. In order that the boys and girls may be taught economy, the enlpioyees themselves should practise i t The pupils should be taught to work with ardjnary equil>ment, and the schods should be as much like the average American home as possible. AGBlCULTWAL INSTRUCTION IN INDIAN SCHOOLS. Lorrn?o D. Crcel, atrprril!totdenf Crow icltool, .Youla~zu.-We mllut Erst ~8vt.r-come the distaste for manual lnbor. Our instrurti6n rllust be closely conflncd to the tblnra nnd conditions svhirb conrern Indians of our own reservations. In agr1eult;re we plant the things they like best and try to impleas upon them the fact that they may have all these things if they pay the prie-thnt is, learn how to raise them at the schoul, and when they establish their homes to make use of the lessons learned. We keep in touch with the State experiment sta-tions and endear~ar to bring the experience of that institution before the In-dians as a sample of good farming to encourage them to better work. EZaUENTXEY IIYDUSTIUAL TBAININQ AT DAY SCHOOLS. 0. E. Smvil, teacher, Ring Th4lnder Garm, day school, South Dakota.-It is necessary to have various objects present in the schoolroom to teach young pupils to associate the objects with their English names. Measurements and use of tools will also afford opportunity for elementary instruction. Ednzund E. O'. Thickstun, teacher day school No. 86, Pine Ridge Reservation, & Dak.-An important element of success is the monthly industrial detail. Wlth a weekly detail the different occupatlons are not thoroly mastered be came the pupil may be unaple at first to do a given task, and when be has just begun to take hold and learn how, he is changed to another detail. INDIAN EDUCAFION. W. E. Wilson. Ellensbar0 Btate Nwmal School. Wmshin~t0n.-The education &%e his own plans and to organize a<d apply his forces. I BESOLUTIONS. I gitality; to the press for their extended notices of the meetinga of this con-vention; and to all others who have so ably assisted in making our meeting a success. Resolved further, That we appreciate the importance of studying the "Out-lines of an Indian Policy," and " Improvement, not Transformation," published |